The 21st Century Community Learning Centers (21st CCLC) grant program provides academic enrichment opportunities outside of the regular school day to help students meet state and local performance standards in core academic subjects. This report summarizes the results of the Center for Research in Educational Policy's evaluation of the 2017-2018…

The purpose of this study was to examine the difference in the results of English language learners in English language programs compared with those students who refuse services as measured by the ACCESS for English language learners and the Partnership for Assessment of Readiness for College and Careers (PARCC) in both Mathematics and English…

Poverty has been identified as a barrier for at-risk student achievement across America. Can personalized competence-based learning provide at-risk students the skills and knowledge needed to close the achievement gap on the state assessment in Mathematics and English Language Arts/Literacy (ELA) for students after a two-year treatment? The…

As the ongoing national indicator of what American students know and can do, the National Assessment of Educational Progress (NAEP) in Reading regularly collects achievement information on representative samples of students in grades 4, 8, and 12. Through "The Nation's Report Card," the NAEP Reading Assessment reports how well students…

This study used student suspension data from one suburban and one rural school district in Missouri to describe the relationship between participation in long-term suspension credit-recovery programs and graduation rates of those same suspended students. Students who participated in a long-term suspension credit recovery program were 8.8 times…

The UPSTART Summer program is a federally funded i3 validation project that uses a computer-based program to maintain and develop the literacy skills of elementary school students in rural Utah during the summer months when school is out of session. Researchers used a quasi-experimental design to evaluate the impact of the program in forestalling…

The purpose of this qualitative research study was to determine the perceptions of administrators, reading teachers, librarian, and campus reading specialist of the factors that contribute to reading development of African American male students in prekindergarten through third grade. Culturally Responsive Teaching theory was used to frame the…

In this study, we examined one model of coaching, Support for the Improvement of Practices through Intensive Coaching (SIPIC), which draws from both direct and responsive models of coaching with classroom teachers. We found the model to be effective in improving the comprehension instruction of teachers and in raising the reading achievement of…

Reading achievement gaps are prominent in U.S. schools, most notably when comparing the performance of African American and Latino/Hispanic children to their White peers. Among the many reasons offered to explain and address these achievement gaps, language differences and language proficiency are primary considerations because many African…

The technical adequacy of CBM maze-scores as indicators of reading level and growth for seventh-grade secondary-school students was examined. Participants were 452 Dutch students who completed weekly maze measures over a period of 23 weeks. Criterion measures were school level, dyslexia status, scores and growth on a standardized reading test.…

School psychologists regularly use decision rules to interpret student response to intervention in reading. Recent research suggests that the accuracy of those decision rules depends on the duration of progress monitoring, the number of observations available, and the amount of measurement error present. In this study, we extended existing…

This study investigated the effects of Reading Strategy Instruction (RSI) on reading performance and attitude toward reading strategies while reading texts of different difficulty levels. Fifty-five university students studying Political and Basic Sciences took part in this study. After homogenizing the participants, 24 students were in the…

Prisons across the United States of America are faced with finding ways to reduce illiteracy rates across adult education. One strategy is to offer reading programs that are based on the science of reading. Thus, the purpose of this study was to determine if adults in treatment groups across five midwestern correctional institutions who received a…

To remove cultural bias is critical for the legitimacy of Programme for International Student Assessment (PISA) as an internationally reliable academic assessment. Since its inception, PISA has made extensive effort to address this issue by putting in place a range of methodological and procedural measures to ensure its test fairness. This study…

Students from economically disadvantaged backgrounds in Australia have persistently performed at relatively low levels in national and international tests of reading literacy. Research attention is required to look for new models to promote reading and reading engagement for disadvantaged students. The current study discussed a case study derived…